Similarly, maybe one gets the task cards for squares only (since that’s as far as you have gotten) and other students get squares, triangles and rectangles.įile folders can be made in pieces. So one student gets 20 cards and one gets 5. I can give the student as many (or particular ones) as they can do, but not more. This one isn’t necessarily a TEACCH issue, but when looking for tasks that will last and meet the most needs, I like to find one that are easy to adjust for use with different students. This allows you to catch those slick kiddos who just looked like their work is complete. As students get more proficient at using the system, one of the ways to expand their skills is to require them to raise their hand and have their work checked before getting the reinforcer. Being able to check their work is a way to avoid this. Ever have that student who just puts pieces on a file folder, folds it up and says it’s done? Yea, me too. Second, we want to be able to check their work. class, we wouldn’t want him to erase his answers. Similarly, if he did a math worksheet in a general ed. If a worker filled up the salt shakers in a restaurant, we wouldn’t ask him to empty them all right afterwards. It’s also the opposite of what we are trying to teach. It’s demoralizing to have to undo work you worked hard to do. Remember that we don’t want the students to take their work apart. First, if tasks fall apart, students will want to put it back together. Writing essays (without clear guidelines of length), verbal tasks, and computer-based tasks that have no specific ending are not good options. Too many pieces and he isn’t sure what to do with the extra pieces.įile folders, puzzles, and worksheets (along with other visual motor tasks) are good fits for the systems. Too few pieces and the student gets frustrated.
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In short, if you want someone to do something independently, the task has to be something they have shown they are able to do. Does he not finish the work system because he got stuck with 1-1 correspondence or because he was waiting for a prompt? Let’s say the student can’t count with 1-1 correspondence and we give him a task that requires it. We are teaching the students to work on their own. There are several reason why tasks have to be something the student has mastered.įirst, we are not teaching the student to do the tasks in the system. To some this seems evident, but it is the most common problem I see. Some are elements that I look for in creating the tasks to make them most useful. So what makes a good independent work task? Some of these elements (the first 3) are based on the original conception of structured work systems from TEACCH. 5 Elements You Must Have for Independent Work Tasks Not sure what independent work systems are? Read this post. You can read more about setting up systems here and more things you need to know in this post. So when I see systems that are not set up to focus on the teaching of independence, I worry. Our students spend so much time with people giving them instruction and supervision that learning to work on their own is such a critical skill. I like them so much, I wrote a book about them. Let me stop and say that I love independent work and independent work tasks! If you have been reading this blog for a while, I’m sure that’s not news. I would never recommend something I didn’t use and find helpful in classrooms. If you purchase an item through the link, I get a small commission. And sometimes they have tasks are not a good fit. Occasionally the task is set up right to left instead of left to right.
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Sometimes they are missing elements like finished baskets. But when I look at the system, I see a number of elements that don’t fit the philosophy behind them. So many times I walk into a special education classroom and see teachers have independent work systems set up.